DEUTSCH MIT FELIX
UND FRANZI
NEW LESSON PLANS FOR
GERMAN AT KEY STAGE 2
DEUTSCH
MIT FELIX UND FRANZI
LESSON PLANS
FOR GERMAN
AT KEY STAGE 2
VOLUME 1
This material was produced with funding from the Goethe-Institut London. Editor: Roma Franziska Schultz
Deutsch mit Felix und Franzi
Fun Materials for Learning German at Primary LevelIntroduction: These exciting new materials and ideas for Primary school
teachers have been created for non-specialists as well as for those with a greater command of the German language. The content has been developed by German native speakers and British Primary experts in methodology with the intention of enabling teachers to make a flying start with teaching German at Key Stage 2. The active and enjoyable exercises can easily be adapted for Key Stage 1 and even Foundation Stage.
Children will be introduced to the language of each chapter by two engaging hand puppets, a frog called Felix Frosch and a duck called Franzi Ente. They live in a special German letterbox. This dwelling can be created easily by ordering a letterbox sticker from the Goethe-Institut and sticking it to any box or suitcase that is declared the habitat of the hand puppets. The theme for each lesson is introduced through a story involving the two characters who appear from the dwelling as the children sing the welcome song.
The sequence of the chapters is designed to ensure progression. Each chapter has a range of suitable activities which can be adapted by teachers according to their circumstances. The lessons set out in this course are intended to last 30 minutes and additional ideas and teaching activities are provided at the end of each chapter. Furthermore, children are invited to reflect upon the
progress they have made as laid out in the ‘Let’s show others!’ section. A central element of the course is to enable the children to develop cultural awareness of aspects of life in German speaking countries as well as creating a love for language learning.
The asterisks in the material indicate that additional materials for the things mentioned are available in the appendix.
A typical sequence of lessons will include songs, games, physical activities and consolidation of vocabulary from previous chapters.
Each chapter is divided into lessons which have the following elements: • Let’s learn! – A summary of learning outcomes
• Let’s get ready! – Resources needed for the lesson • Let’s begin! – Setting the context of the lesson • Let’s do it! – Main activities
• Let’s summarise! – Plenary
At the end of each chapter, opportunities for reflection and extension are given through the following elements:
• Let’s show others! - Reflection and keeping records • Let’s have even more fun! – Extension opportunities
Additional materials such as worksheets, audio files and pronunciation support will be available on the Goethe Institut’s website.
We very much hope that you and your children will enjoy learning German with Felix and Franzi.
Overview - Order of Units for the first Year
1. Hello! (Greetings) (page 6-11)Story: Characters are introduced. They come from Zoo Berlin. They now live in a new dwelling, a letterbox (Briefkasten) in the UK.
Cultural aspect: Shake hands, polite forms for Mr and Mrs/Ms 2. How are you? (Feelings) (page 11-15)
Story: Felix is not well because he is homesick. A postcard arrives from his friends to cheer him up.
Cultural aspect: Heimweh
3. Visitors from Germany (Animals and their characters) (page 15-23) Story: Felix’s friends from Zoo Berlin are coming over to visit him.
Cultural aspect: Animal noises
Extension: Meaning / awareness of “false friends”: Igel-Eagle 4. The painting (Colours) (page 24-30)
Story: Felix and Franzi have drawn a picture of their friends’ visit but only in black and white. The class helps to colour the picture in and the picture therefore becomes a painting.
Cultural aspect: German flag Extension: Poem: Farbenfroh
5. Fruit salad (Fruit and expressing likes/dislikes) (page 30-38) Story: Felix and his friends like to play games, one of which is solving riddles or playing “Guess what it is”. They want to make a fruit salad and look at their shopping. Making the salad is fun. Eating even more so!
Cultural aspect: Tongue twisters
Extension: Book: Essen kunterbunt, Leckeres für Bauch und Mund 6. The broken washing machine (Clothes) (page 38-45)
Story: The washing machine is broken. So everyone has to help with the washing until the mechanic arrives to repair the machine.
Cultural aspect: No school uniform in Germany Extension: Song: Hampelmannlied
7. Time for breakfast! (Food and Drink) (page 45-52)
Story: Felix’s tummy is rumbling. He hasn’t had breakfast because he overslept. But his friends share with him. He invites them back for a typical German breakfast.
Cultural aspect: A German breakfast
8. The work out (Body parts) (page 53-57)
Story: Felix is being silly by putting his legs up in the air and
moving in funny ways. It looks painful. He is shown how to exercise with a song. Franzi paints a picture of Felix. The children help with the
missing body parts. When Felix is drawing a picture, he needs help from the children, too.
Cultural aspect: Keep fingers crossed – Daumen drücken Extension: Sayings with body parts
9. Franzi’s birthday (Numbers and birthdays) (page 58-64)
Story: Felix is preparing a birthday party for Franzi with the help of every-one. At the party they play some games that are popular with German children.
Cultural aspect: German birthday parties for children Extension: Numbers up to 31 (days of the month) 10. The parcel (Asking questions) (page 65-71)
Story: A belated birthday parcel arrives at the post office. The postman is trying to deliver it asking around in the class who it might be for. It turns out the parcel is for Franzi. Franzi reveals the content of the parcel. Later she writes a ‘Thank you’ card and everyone will help her with this task.
Cultural aspect: In Germany it is not impolite to ask women of all ages about their age. Addresses are written differently in the UK and Germany. Extension: Writing holiday cards
11. Sunglasses or umbrella? (Weather) (page 71-80)
Story: Franzi appears with an umbrella which is wrong for the weather. Felix appears with sunglasses which are wrong for the weather, too. The children in the class help them to pick the correct accessories.
Cultural aspect: Wetterfrosch
Extension: Theatre play: Schlechtes Wetter für Tiere
12. Sorry, wrong number (The yearly circle) (page 80-87)
Story: Felix is visiting friends in Germany. He tries to phone Franzi but gets the numbers wrong at first. With the right country dialing code, he eventually reaches her. They talk about what to wear today. The weather is different in the two countries so they can’t wear similar clothes.
Cultural aspect: Sunday not a shopping day in Germany, shops are closed, family day, country dialing codes are necessary for certain phone conversations
● Extension: Cultural Chapters, A: Nikolaus-Tag (page 88-91) ● Extension: Cultural Chapters, B: Karneval (page 92-96) ● Appendix with song texts, flash cards, cultural information
Chapter 1: Hello!
(2 lessons)Story: The characters are introduced. They come from Zoo Berlin.* They now live in a new dwelling, im Briefkasten* (in a German letterbox) in the UK.
What is the chapter about?
• An introduction to learning another language
• Getting to know Franzi and Felix who will help us learn German • Greeting others and saying goodbye
• The Hello* and the Goodbye song* The words needed:
Hallo Hello
Guten Tag Good day
Guten Morgen Good morning Auf Wiedersehen Goodbye
Tschüss Bye
Bis bald See you soon
Frau Mrs/Ms
Some more words you might like:
Das ist Here is / This is Das sind Here are / These are der Zoo Zoo
Lesson 1.1: Introducing Felix and Franzi
Story: Franzi and Felix are introduced. They say Hello and Goodbye to everyone. Let’s learn!
• Learn to greet others
• Learn that Germans sometimes shake hands whilst saying Hello or Goodbye Let's get ready!
• Audio files
• Puppets and letterbox dwelling Let’s begin!
• In the very first lesson, you might like to begin by discussing languages with the children.
• Tell the children that there will be two very special visitors coming to help them learn German. They have been very excited about meeting the children for the first time but they may also be a bit nervous/shy.
• Tell the children that the visitors come from Zoo Berlin and now have a new dwelling where the two friends live together. Explain to the children that the only way they will come out is if they hear a familiar song or a greeting in German.
Let’s do it!
• Felix and Franzi should then slowly appear as they hear the Hallo song
(either sung by yourself or with the audio files, lyrics below, melody: Nice one Cyril, subsequent lessons should be started with the Hallo song, too):
Hallo Felix. Hallo Franzi. Hallo. Guten Morgen. Hallo. Guten Tag.
• Explain that it is a German custom to shake hands with people when you meet them. Go up to individuals with Felix or Franzi and greet them in German, giving them a chance to shake hands with them/cuddle them!
Note: Shaking hands is reserved for meetings with adults. Children don’t shake hands when they meet each other. Parents don’t shake hands with their children. Teachers would only shake hands with their pupils in certain situations, e.g. on the first day of school or when they send them off on holiday. Usually adults meeting with friends or relatives would shake hands. Children would shake hands with relatives or friends of their parents. How often and when hand shaking happens also differs from region to region.
• Talk with the class about what the puppets are saying.
• Invite the children to repeat the new words after yourself or the puppets. Use a gesture for each word to enable memorisation of the new word (see DVD). Repeat, echo, use different voices (sad, whisper, gruffly, like a baby, like a granddad).
Let’s summarise!
• Mouth one of the phrases from the lesson and ask the children to try and guess which one you said. Do an example with Felix and Franzi first.
• Tell the children that Felix and Franzi are quite tired after their first lesson and will need a rest. They will not go to sleep until they hear the goodbye song though.
• Sing or play the audio file of the following song to Felix and Franzi (also to the tune of Nice One Cyril)
Tschüss Felix. Tschüss Franzi. Tschüss Freunde.
Auf Wiedersehen. Bis bald.
• Each lesson will finish with the Auf Wiedersehen song.
Lesson 1.2: Singing with Franzi and Felix
Story: The children are getting used to the German greetings. Felix and Franzi hear about being polite in the UK by using Mr and Mrs in certain situations. They tell the children about the usage of Frau and Herr in German.
Let’s learn!
• Learn to sing the Hallo and Auf Wiedersehen songs (which will over time be sung by the children at the beginning and end of
• Explain that it is a German custom to shake hands with people when you meet them. Go up to individuals with Felix or Franzi and greet them in German, giving them a chance to shake hands with them/cuddle them!
Note: Shaking hands is reserved for meetings with adults. Children don’t shake hands when they meet each other. Parents don’t shake hands with their children. Teachers would only shake hands with their pupils in certain situations, e.g. on the first day of school or when they send them off on holiday. Usually adults meeting with friends or relatives would shake hands. Children would shake hands with relatives or friends of their parents. How often and when hand shaking happens also differs from region to region.
• Talk with the class about what the puppets are saying.
• Invite the children to repeat the new words after yourself or the puppets. Use a gesture for each word to enable memorisation of the new word (see DVD). Repeat, echo, use different voices (sad, whisper, gruffly, like a baby, like a granddad).
Let’s summarise!
• Mouth one of the phrases from the lesson and ask the children to try and guess which one you said. Do an example with Felix and Franzi first.
• Tell the children that Felix and Franzi are quite tired after their first lesson and will need a rest. They will not go to sleep until they hear the goodbye song though.
• Sing or play the audio file of the following song to Felix and Franzi (also to the tune of Nice One Cyril)
Tschüss Felix. Tschüss Franzi. Tschüss Freunde.
Auf Wiedersehen. Bis bald.
• Each lesson will finish with the Auf Wiedersehen song.
Lesson 1.2: Singing with Franzi and Felix
Story: The children are getting used to the German greetings. Felix and Franzi hear about being polite in the UK by using Mr and Mrs in certain situations. They tell the children about the usage of Frau and Herr in German.
Let’s learn!
• Learn to sing the Hallo and Auf Wiedersehen songs (which will over time be sung by the children at the beginning and end of each lesson to greet and say goodbye to the puppets.)
Let's get ready! • Audio files
• Puppets and letterbox dwelling Let’s begin!
• Tell the children that Felix and Franzi are settling well into their new home but that they have been asking to hear the lovely songs that we started to sing last time.
• The Hallo song should now follow (either sung by the teacher or with
the audio files) and Felix and Franzi should then appear. Recap with the children what the song means (Lyrics below, melody: Nice one Cyril):
Hallo Felix. Hallo Franzi. Hallo. Guten Morgen. Hallo. Guten Tag.
• Say one of the greeting or goodbye phrases and see if the children can remember the correct gesture.
Let’s do it!
• Pass a beanbag/ball around the class/circle and each child repeats the greeting and passes onto the next child.
• Pair work activities could now follow such as lip reading a partner’s
phrase and giving a phrase for a partner’s action. Volunteers could come out to the front to demonstrate their pair work.
• Music could be played and children move about the room mimicking the movements of an animal such as a kangaroo, elephant etc. When the music stops, the children should greet the nearest child in German. Let’s summarise!
• Play ‘Pass the beanbag’. Sitting in a circle, a bean bag is passed around as some German music is played. When the music is paused by you, the person holding the beanbag says a greeting in German. The music then starts again but the next person must use a different greeting. Encourage the children to also use the greetings from the Auf Wiedersehen song. • Ask the children how they would greet their neighbour, a shop
assistant, a doctor, their grandma...) in English, ask them when they would use the Mr or Mrs plus a surname. Tell the children to
make sure Felix and Franzi know about it because they are new in the country. Then Felix and Franzi tell the children that there are polite forms to talk to a person in German, too, and that you can use first names with friends and family. Tell them that a teacher (or any adult they don't know very well) would be called: Frau/Herr XX. You can ask the children to say Frau/XY or Herr XX to you during a German lesson so that they get used to the concept.
• Tell the children that Felix and Franzi have really enjoyed hearing the
children singing and speaking so much German and that it is nice that they want to earn more about German and Germany.
• Sing the Auf Wiedersehen song and encourage the children to join in: Tschüss Felix. Tschüss Franzi.
Tschüss Freunde.
Auf Wiedersehen. Bis bald.
• Felix and Franzi go back into their dwelling. Let’s show others!
• Start a German display with the greetings and pictures of Felix and Franzi. • Find some pictures of German products such as cars and foods and add
them to the display. Let’s have even more fun!
• Children draw a face on their thumb with felt pen. (It easily washes off later!) The children walk around the classroom and hold their thumbs up and say to the other children: Hallo, Tom! The other one responds: Hallo, Lisa! (Or: Guten Morgen, Tom! Guten Tag, Tom! Auf Wiedersehen, Tom!) Note: You could use the DVD: Early Start German, by Early Start
Chapter 2: How are you?
(2 lessons)Story: Felix is not well because he is homesick. A postcard* arrives from his friends to cheer him up.
What is the chapter about?
• How to ask someone how he/she is • How to tell someone how you are • Learning a song about feelings The words needed:
Wie geht’s? How are you?
Hallo Hi!
Danke, gut Fine, thank you.
nicht gut not well
schlecht bad/not well
Es geht. OK
wunderbar wonderful
Es geht mir (nicht) gut. I am (not) well.
krank ill
Some more words you might like: Ja, richtig! Yes, right. Nein, falsch! No, false.
fast almost
Lesson 2.1: Felix is ill
Felix is ill. He needs some help to recover. Let’s learn!
• Learn to ask others how they are • Learn to say how you are feeling
Let's get ready! • Audio files
• Puppets and letterbox dwelling
• Notebook presentation of different feelings Let’s begin!
• Sing the Hallo song (melody: Nice one Cyril): Hallo Felix. Hallo Franzi.
Hallo. Guten Morgen. Hallo. Guten Tag.
• Felix appears today looking rather sad. You could ask him how he is (Wie geht’s dir, Felix?) and he puts his head down and replies with Schlecht and does a few sneezes. He could be wrapped in warm clothes to show that he is under the weather. You could suggest to Felix that he has a rest and that Franzi teaches the children how to talk about how they are. Visual support could also be used with the Smartboard mood pictures* but Franzi should do the hand actions to the class.
Let’s do it!
• Show the actions for each expression. Ask children to repeat like an old man, a baby, sadly, in a strange voice etc.
• You say the phrase and the children do the action (They will like it if you repeat the same one several times like a stuck record!) Follow this with doing the action and asking for the phrase. Franzi could also do this. • The children work with a partner taking it in turns to do the actions or say
the phrase in response to the action.
• Play the Wie geht’s?* song and ask the children to sit down every time they hear Wie geht’s?
• Ask them what other words they heard in the song from today’s lesson. Let’s summarise!
• Turn to Felix and say Wie geht’s, Felix? This time he puts one thumb up and one thumb down. He then whispers into the teacher’s ear. You could explain that Felix doesn’t have a cold any more but is still
homesick. You could now ask the children to think about how to cure homesickness when they go home. Then he could say: At least he hasn’t got a cold any more. Wunderbar!
• Sing the Auf Wiedersehen song: Tschüss Felix. Tschüss Franzi. Tschüss Freunde.
Auf Wiedersehen. Bis bald.
Lesson 2.2: Homesick
Story: Felix is not feeling ill anymore, but he is still a little homesick. The children can cheer him up by singing a song.
Let’s learn!
• Learn to sing the Wie geht’s? song • Talk about homesickness
• Add an extra verse to the song to express how you are feeling • Learn how to conduct a short conversation with a friend in German Let's get ready!
• Audio files
• Puppets and letterbox dwelling
• Notebook presentation of different feelings • Flashcards* of pictures showing feelings Let’s begin!
• Ask the children how they think Felix will be feeling today. Ask them whether they have any suggestions for helping with homesickness. If not suggested by the children, you could add that singing is a very good treat- ment. Then sing the Hallo song really enthusiastically to put Felix in a good mood.
• Sing the Hallo song.
• Felix and Franzi appear and ask the teacher Wie geht’s? You respond saying Wunderbar. Felix and Franzi are asked the same question. Franzi and Felix both respond Wunderbar! You ask Felix whether he is still homesick and Felix can shake his head and say: Nur noch ein bisschen, das Lied war so gut. Danke! (Only a bit. The song was so good. Thanks.) Franzi asks individual children the question Wie geht’s? You could prompt the children by doing an action for one of the responses.
Let’s do it!
• Display the Notebook presentation and partly cover up the pictures. Ask the children Wie geht’s? for each slide and they guess the
response which is partly or totally covered up. You reply with Ja, richtig! (Yes, correct) Nein, falsch! (No, wrong) or fast! (almost)
• Ask the children to stand up (Aufstehen, bitte!) Play the Wie geht’s? song and ask them to move around the room like one of their favourite animals. When the music stops they should turn to the nearest child and ask and answer the question Wie geht’s?
• Ask the children to sit down forming a circle. You sit in the middle with Felix and Franzi. Play the song again and the children should point to the puppet they are singing to. Now ask for a volunteer to sit in the middle. The children should have a go at singing the song to him/her including
the name, e.g. Hallo Emma, wie geht’s? Hallo Emma, wie geht’s? The volun- teer could then give a response or do an action which could be built into the song, e.g. Es geht mir schlecht, Es geht mir schlecht. Danke, es geht mir schlecht!
• Now ask for more volunteers to take it in turns to be in the middle of the circle. The children could clap as they sing the song. The child in the middle could even do a dance to express how he/she is feeling. Let’s summarise!
• Ask children to turn to a partner and make up a short dialogue by firstly greeting each other and then asking each other the question: Wie geht’s? After each responded, they say goodbye in German Tschüss. Felix and Franzi should do an example. Give the children a few minutes to practise. • Ask for volunteers to come up to the front to perform their short dialogue. • Sing the Auf Wiedersehen song.
Let’s show others!
• Greet children in the morning in German and ask them how they are at different points of the day to reinforce the new language.
• Ask the children to try out the greetings with members of their family, as well as teaching them how to ask others and tell others how they are feeling. • All of this language could be used on a daily basis in class rather
Let’s have even more fun!
• Teacher prepares different faces on lollipop sticks (smiley face,
straight face, sad face) and hands them out. Teacher or child says: Wie geht’s? Children hold up appropriate stick and respond in German.
Note: You could additionally use the DVD: Early Start German, by Early Start Languages: Unit 3 at this point.
Chapter 3: Visitors from Germany
(3 lessons)Story: Felix’s friends from Zoo Berlin are coming over to visit him. Felix is happy. What is the chapter about?
• German words for some animals
• How to talk about more than one animal
• Finding out that some German animal noises are different to English ones • Some words to describe the animals and how they move
• Learning the German version of ‘Old Macdonald had a Farm’* The words needed:
Wer ist das? Who’s that?
Das ist der/die/das …. That’s …
viele lots of
die Kuh macht …. (Pl. Kühe) The cow goes: muh muh
der Hund (Pl. Hunde) the dog: wau wau
die Katze (Pl. Katzen) the cat: miau miau die Biene (Pl. Bienen) the bee: summ, summ das Krokodil (Pl. Krokodile) crocodile: schnapp, schnapp das Pferd (Pl. Pferde) the horse: hü-ü-ü
das Schaf (Pl. Schafe) the sheep: mäh, mäh das Schwein (Pl. Schweine) the pig: grunz grunz der Hahn (Pl. Hähne) the cockerel: kikeriki
laut loud/loudly leise soft/softly schnell fast/fast langsam slow/slowly tanzen to dance Stop! Stop!
Some more words you might like:
die Eule (Pl. Eulen) the owl: uhuu die Henne (Pl. Hennen) the hen: gak gak die Ziege (Pl. Ziegen) the goat: määh määh der Esel (Pl. Esel) the donkey: iaah iaah das Küken (Pl. Küken) the chick: piep piep die Giraffe (Pl. Giraffen) the giraffe
der Löwe (Pl. Löwen) the lion
die Maus (Pl. Mäuse) the mouse: pieps pieps der Vogel (Pl. Vögel) the bird: tswit tswit
groß tall klein short hier here da there überall everywhere
Lesson 3.1: A postcard
Story: A postcard from Zoo Berlin arrives. Felix and Franzi tell the children about their friends and that they will come and visit them.
Let’s learn!
• Learn to name some animals in German
• Learn that the noises they make are different to animal noises in English
Note: (Please note that the vocabulary given is more than you will need. But if children ask for specific animals, you have a few more examples.) Let's get ready!
• Audio files
• Puppets and letterbox dwelling • Flashcards of animals*
• Animal cuddly toys/puppets and cut outs mounted onto cardboard and sticks
• Postcard from Zoo Berlin
Note: Zoo Berlin’s website provides the real opportunity to send e-postcards.
Let’s begin!
• Sing the greeting song and take Felix and Franzi out of the dwelling. • Felix is very excited as he has just received a postcard from his
Hallo Felix,
wir kommen am Sonntag zu dir. Wir vermissen dich.
Viele Grüße Deine Freunde aus dem Zoo Berlin
Felix Frosch
Letterbox 4
RX5 3AF
• Felix tells Franzi that he would like the children to learn the names of some animals in preparation for the visit. Franzi asks the children if they would like to do that and they should answer with Ja!
• Explain to the children that some German animals make different noises to the noises animals make in England.
Note: There are websites with animal noises from different countries. Let’s do it!
• Felix produces some flashcards with animal pictures on but hides the pictures from the children by turning the cards to face him.
• He tells the children that he will make the relevant animal noise for the children to guess the animal. Franzi gives out the card to the child who guesses it correctly after asking the children to repeat the word first. He/ she then goes to the front of the class to stick the picture on the board. • Play 'Clap if true’ with the words hanging up. Felix points to a card and
names an animal or makes an animal noise. If his word or noise matches the card, the children either clap, or stand up. You could play this com- petitively, awarding a point to Franzi if the children clap or stand up at the wrong time.
• Stick the animal flashcards in different areas of the room. If you have soft toys of the animals they could be placed around the room. Play some music and prepare the children to move around the room doing the action of their favourite animal. When the music stops the teacher should call out an animal or do an animal noise. The children should then go to where the card is. When all the children are at the correct card, everyone should go into the centre of the room again and continue to dance.
Let’s summarise!
• Play 'Splat!' Stick the flashcards on the board again. Divide the class into two teams and ask a representative from each team to come to the board. Felix or Franzi say a word or animal sound and the first person to touch the corresponding card wins a point for their team.
• Explain that now that they know a bit about German animals, they will get a visit from some of Franzi’s and Felix’s friends next lesson, but they will have to wait and see who will come.
Lesson 3.2: Friends from Zoo Berlin
Story: Felix's and Franzi's friends come to visit them. They sing and play together. Felix is not homesick any more.
Let’s learn!
• Learn to sing a German song based on Old Macdonald about Felix’s and Franzi’s friends at Zoo Berlin
• Learn how to talk about more than one animal in German • Recap some of the vocabulary from former lessons
Let's get ready! • Audio files
• Puppets and letterbox dwelling • Flashcards of animals*
• Animal cuddly toys/puppets Let’s begin!
• Put a box or bag in front of you and tell the children that there are some surprise visitors in there.
• Sing the Hallo song
• Felix tells the children that his friends are still sleeping after their journey from Berlin. Not all of his friends could make it this time, but he would like the children to guess who is in the box.
• Franzi would like the children to learn a German song about his animal friends and the noises they make.
Let’s do it!
• Slowly reveal an animal showing only the tip of the ear, tail or paw at first. • The children may need a bit of help to recall the animals from last lesson,
so the teacher could mouth the word or start saying it to help them. The first child to say the correct name gets a cuddle from the toy/puppet. • Encourage the children to greet the toys in German or by giving the
German animal noise! When you run out of stuffed toys and puppets, Felix can say that these are the only friends coming to see him this
time. The rest of the animals could be represented by cards hidden in the box.
• Once the animals have been introduced, they could all be lined up and a new version of the opening song could be sung to welcome all the animals.
Hallo Katze. Hallo Hund. Hallo. Guten Morgen. Hallo. Guten Tag.
• This could then be repeated for the other animals too. Names could be given to some of the stuffed toys and these can be put into the song, e.g. Hans Hund, Katja Katze etc. The children are encouraged to ask the animals how they are.
• Ask for a volunteer to be the zoo keeper and wear the zoo keeper’s hat for the German version of Old Macdonald had a farm, but this time about a zoo keeper from Berlin. Then divide the class up into groups to be the various animals. They should then practise doing the German animal noises ready for the song.
• Display the lyrics to the song* and then teach the phrases – Hia, hia, ho, hier, da und überall (here, there and everywhere) to finish off. An action could accompany these so they stick in their heads.
Note: Bring the plurals of the animals to the children’s attention. Some of them may have noticed already.
• Now play the song and encourage the group with the appropriate animal to stand up and do their animal actions and noises when it is their turn in the song. The rest of the class could join in, but without the animal actions. • The children could take it in turns to be the zoo keeper.
Let’s summarise!
• Ask for a volunteer to come up to the front and select an animal flashcard, but not to show it to the rest of the class. The child mimes the animal on the card and the children have to guess it. They could also do an animal noise for the others to guess.
• Let one of Felix's friends ask him how he is. Felix says: Super, wunderbar. You say: It looks like Felix is not homesick any more. Felix asks his friends how they are. They would say: Gut, OK, wunderbar. One of them could yawn. You could say that everyone can see that they still need a bit more sleep.
Lesson 3.3: Dancing with the animals
Story: Felix’s friends would like to teach the children their favourite game, as they love dancing.
Let’s learn!
• Learn words to describe animals and how they move • Try doing the Animal Bop
• Notice that animals make different noises in different languages Let's get ready!
• Animal cuddly toys/puppets • Flashcards of animals
• Puppets and letterbox dwelling • Audio files
• Flashcards to show four new words Let’s begin!
• Sing the Hallo song
• Franzi tells the children that Felix’s and Franzi’s friends are leaving to go back to Zoo Berlin today, so they would like to have a celebration to see them off on their journey. She tells the children that all the animals like to dance, but in different ways and at different speeds. The children will learn some words to describe how the animals move.
Let’s do it!
• Franzi sticks up the cards around the room with images which relate to the sounds and movements animals make (loud, soft, fast and slow), as well as the verb tanzen (to dance) and the instruction Stop! which will be needed later in the lesson.
• You say a word and then ask the children to point to the correct image (To aid the children with their guesses, you should use the words: “loud”, “loudly”, “quiet”, “quietly” etc.) The children enjoy this game if the same word or sound is repeated in succession.
• The children should then get on their feet and do the action which cores- ponds to the word you call out. A game of 'Simon Says' or ’Hans sagt‘ could then be played in which if you ask the children to do an action and he or she says: Hans sagt, they do it. If they start to do an action when Hans doesn’t say so, they are out. The winners are the last few children to remain ’in‘.
Let’s summarise!
• Play ‘Follow the leader’ to music. The children should form a circle and move around dancing and following the leader, who will determine how the children will move by taking one of the cards still displayed in the room and saying Schnell tanzen! (dance fast or Laut tanzen! (dance loudly) according to the card chosen. When the leader calls out Stop! the music should stop and the children should freeze in an animal pose. The best statue could take over the role of the leader after telling the others what animal he/she is.
Note: The children could discuss in English which animals move around quietly, loudly, slowly or fast and could do an example of the movements to show the other children. At this point you may want to give the names of other animals listed in the extra vocabulary.
• Intermittently you could ask different children to say the name of the animal they are imitating.
• Ask the children to sit down again and play the game ‘What am I thinking of?’ Ask for a volunteer to come to the front and think of one of the words from today. The children are allowed two guesses to find out what it is. • Let the children play by pretending to be one of the animals and let them use one of the hand puppets.
• At the end of the game, let the children know that it is time for the animals to say Goodbye. They had a good time with all of them and their friends but have to go back to the Berlin Zoo.
Let’s do it!
• Franzi sticks up the cards around the room with images which relate to the sounds and movements animals make (loud, soft, fast and slow), as well as the verb tanzen (to dance) and the instruction Stop! which will be needed later in the lesson.
• You say a word and then ask the children to point to the correct image (To aid the children with their guesses, you should use the words: “loud”, “loudly”, “quiet”, “quietly” etc.) The children enjoy this game if the same word or sound is repeated in succession.
• The children should then get on their feet and do the action which cores- ponds to the word you call out. A game of 'Simon Says' or ’Hans sagt‘ could then be played in which if you ask the children to do an action and he or she says: Hans sagt, they do it. If they start to do an action when Hans doesn’t say so, they are out. The winners are the last few children to remain ’in‘.
Let’s summarise!
• Play ‘Follow the leader’ to music. The children should form a circle and move around dancing and following the leader, who will determine how the children will move by taking one of the cards still displayed in the room and saying Schnell tanzen! (dance fast or Laut tanzen! (dance loudly) according to the card chosen. When the leader calls out Stop! the music should stop and the children should freeze in an animal pose. The best statue could take over the role of the leader after telling the others what animal he/she is.
Note: The children could discuss in English which animals move around quietly, loudly, slowly or fast and could do an example of the movements to show the other children. At this point you may want to give the names of other animals listed in the extra vocabulary.
• Intermittently you could ask different children to say the name of the animal they are imitating.
• Ask the children to sit down again and play the game ‘What am I thinking of?’ Ask for a volunteer to come to the front and think of one of the words from today. The children are allowed two guesses to find out what it is. • Let the children play by pretending to be one of the animals and let them use one of the hand puppets.
• At the end of the game, let the children know that it is time for the animals to say Goodbye. They had a good time with all of them and their friends but have to go back to the Berlin Zoo.
Let’s show others!
• Perform the Onkel Fritz song with the German animal noises in an assembly.
• Make animal masks (which could also be used for the ‘Follow the leader activity’) and display them with the German animal names and adjectives.
Let's have even more fun!
• There are many German songs about animals with lyrics and music
avail-able on the Internet to share with the children. A very accessible one is one about a bee humming, ‘Summ, summ, summ’ for which the children could just join in with the line Summ, summ, summ, Bienchen summ herum. (Buzz, buzz, buzz, little bee buzz around)*
• The children could undertake some individual research into Zoo Berlin or other German zoos.
• They could make flashcards for a display with the names of the animals or play a memory game: Find the pairs that match! (picture–word of animal or picture-animal noise)
• The DVD: Early Start German, by Early Start Languages: Unit 14 offers additional exercises.
• On the CD with book: Martina Schwartz, ‘Hallo, hallo! Learn more German with songs’, Goethe-Institut, London you can find more animal songs, e.g. Tier-Tango.
Chapter 4: The painting
(3 lessons)Story: Felix and Franzi are decorating their room and discuss colours. They have drawn a picture of their friends’ visit but only in black and white. They would like to hang the picture up in their room. The class helps to colour the picture in and the picture becomes a painting.
What is the chapter about?
• Learn the names of the colours in German and the phrases: Welche Farbe ist / hat… (What colour is/ has… )
Meine Lieblingsfarbe ist……. (My favourite colour is… )
• (in some cases) Learn the plurals: Meine Lieblingsfarben sind.... • Learn the colours of the British and the German flag*
• Recognise the flags amongst others
• Learn the countries in which German is spoken The words needed:
blau blue rot red grün green schwarz black grau grey rosa pink gelb yellow lila purple weiß white gold gold(en) bunt multicoloured braun brown
Chapter 4: The painting
(3 lessons)Story: Felix and Franzi are decorating their room and discuss colours. They have drawn a picture of their friends’ visit but only in black and white. They would like to hang the picture up in their room. The class helps to colour the picture in and the picture becomes a painting.
What is the chapter about?
• Learn the names of the colours in German and the phrases: Welche Farbe ist / hat… (What colour is/ has… )
Meine Lieblingsfarbe ist……. (My favourite colour is… )
• (in some cases) Learn the plurals: Meine Lieblingsfarben sind.... • Learn the colours of the British and the German flag*
• Recognise the flags amongst others
• Learn the countries in which German is spoken The words needed:
blau blue rot red grün green schwarz black grau grey rosa pink gelb yellow lila purple weiß white gold gold(en) bunt multicoloured braun brown
der Regenbogen rainbow
Some more words you might need: dunkel / hell dark / light und and
Ja yes Nein no
Meine Lieblingsfarbe ist… My favourite colour is… Meine Lieblingsfarben sind: My favourite colours are.... Deutschland Germany
Österreich Austria die Schweiz Switzerland Liechtenstein Liechtenstein Luxemburg Luxemburg (other relevant countries possible)
Lesson 4.1: Decorating rooms
Story: Felix and Franzi are making a colour display to decorate their room and discuss the colours they could include. They talk about the colours, their names, which they like and what they are going to do.
Let’s learn!
• Learn German words for the colours and the phrases: Das ist…! Ist das…? (This is.... Is that...?)
• Understand that colours help memorisation Let’s get ready!
• Audio files
• Puppets and letterbox dwelling
• Coloured card with written colour names in German* • Colouring sheet*
• Flashcards of a range of flags* (e.g. Germany, UK, Liechtenstein, Belgium, Namibia, South Africa, Luxemburg, Italy, France, Austria, Switzerland, France, Poland, Brazil – all countries in which German is spoken as a main language or significant groups of German speakers can be found).
• Possible extra: global map Let’s begin!
• Felix and Franzi appear and sing the Hallo song.
• Felix and Franzi then show a bag / folder with coloured sheets or cards. • Felix and Franzi talk about their idea of a colour decoration for their room
to generate interest and enthusiasm.
• Felix and Franzi then say or sing the colours whilst showing coloured
cards, or pieces of fabric. The words should be displayed on the cards. The animals can use a variety of voices to keep the children’s attention.
• The children repeat, individually or in groups. Let’s do it!
• You then use a range of teaching activities to reinforce and consolidate, e.g. 'Repeat after me', 'Using different voices', 'Repeat if it’s true'.
Then Felix or Franzi hold up a blue card and ask: Ist das schwarz? (Is it black?) They try to catch the class out.
• The children play Lippenlesen (read my lips as the word is mouthed). • The class plays Farbensalat. (The children form a circle. Each child has a
small piece of coloured card. Felix, Franzi or the teacher call out two, or maybe three colours, and the children have to change places. When Farbensalat! is called, all the children change places.)
• Raten (Guess). Felix or Franzi (you) hold a colour card with its back to the class. The children have to guess what colour it is. The children are
encouraged to ask using sentences.
• Sing the colours to the tune of Bruder Jakob, e.g. Blau blau blau blau,
Rot rot rot rot, Weiß weiß weiß….
• Then you ask the children what they guess what colours Felix and Franzi might choose for their dwelling. You say that they will find it out in the next lesson.
• Flashcards of a range of flags* (e.g. Germany, UK, Liechtenstein, Belgium, Namibia, South Africa, Luxemburg, Italy, France, Austria, Switzerland, France, Poland, Brazil – all countries in which German is spoken as a main language or significant groups of German speakers can be found).
• Possible extra: global map Let’s begin!
• Felix and Franzi appear and sing the Hallo song.
• Felix and Franzi then show a bag / folder with coloured sheets or cards. • Felix and Franzi talk about their idea of a colour decoration for their room
to generate interest and enthusiasm.
• Felix and Franzi then say or sing the colours whilst showing coloured
cards, or pieces of fabric. The words should be displayed on the cards. The animals can use a variety of voices to keep the children’s attention.
• The children repeat, individually or in groups. Let’s do it!
• You then use a range of teaching activities to reinforce and consolidate, e.g. 'Repeat after me', 'Using different voices', 'Repeat if it’s true'.
Then Felix or Franzi hold up a blue card and ask: Ist das schwarz? (Is it black?) They try to catch the class out.
• The children play Lippenlesen (read my lips as the word is mouthed). • The class plays Farbensalat. (The children form a circle. Each child has a
small piece of coloured card. Felix, Franzi or the teacher call out two, or maybe three colours, and the children have to change places. When Farbensalat! is called, all the children change places.)
• Raten (Guess). Felix or Franzi (you) hold a colour card with its back to the class. The children have to guess what colour it is. The children are
encouraged to ask using sentences.
• Sing the colours to the tune of Bruder Jakob, e.g. Blau blau blau blau,
Rot rot rot rot, Weiß weiß weiß….
• Then you ask the children what they guess what colours Felix and Franzi might choose for their dwelling. You say that they will find it out in the next lesson.
Let’s summarise!
• The lesson ends with an open discussion about what the children have enjoyed, and where they see any similarities and differences with English and German names for colours.
• Sing the Auf Wiedersehen song with the children.
Lesson 4.2: Favourite colours
Story: Franzi and Felix talk about their favourite colours. Franzi says that colours help her remember certain things. They look at the picture* from their friends’ visit and remember what the colours of clothes and cake and presents were like. They colour the picture in and conclude: Now it is a painting.
Let’s learn!
• Recap the colours
• Learn to name their favourite colour
• Understand that actions or items stay in your memory best in combination with a colour or symbol.
Let’s get ready! • Audio files
• Puppets and colour flashcards • Farben sheet* to colour in Let’s do it!
• Felix and Franzi appear and sing the Hallo song, recap with children what the song means.
• Felix and Franzi ask the children if they can remember the names of some colours.
• They then give the children the challenge to sing the colour song and to help with their colour display for the classroom.
• You then remind the children of the activity done in the last lesson, and recap the colours (some colours such as gelb might require additional work). The class could then play Zeigt mir: Felix, you or Franzi ask the children to show them something in the given colour, either by
holding it up, or pointing, e.g. Zeigt mir etwas, das blau ist. And the children point or hold something up such as small plastic bricks.
• Show the colours, and ask the children to see if they can name them for Felix and Franzi.
• Encourage the children to use a sentence, e.g.: Das ist Schwarz.
Note: Colours are written with a capital letter in German when they are used as a noun, e.g. Das Hellblau von diesem Auto ist besonders schön. (The light blue of this car is really nice.) Die Farbe Grün ist meine Lieb- lingsfarbe. (The colour green is my favourite colour.) When you say: Das Haus ist weiß. (The house is white.), you use the colour as an adjective and therefore it is not written with a capital letter.
• Introduce and sing the colour song to the tune of: I can sing a rainbow… (lyrics below)
Rot und Gelb und Blau und Grün (Red and yellow and blue and green)
Grau und Rosa und Schwarz (Grey and pink and black)
Braun, Orange und Lila (Brown, orange and violet)
Das sind Farben. (These are colours.)
Und sie sind so schön! (And they are really nice!)
• Felix and Franzi introduce the phrase Meine Lieblingsfarbe ist… and explain the meaning by showing their favourite colours, and emphasising meaning by intonation.
• Music could be played and children pass a ball, and when the music stops, the child will be encouraged to say: Meine Lieblingsfarbe ist …
• Franzi explains that she can remember situations and things better in connection with their colour.
Let’s summarise!
• Franzi looks at the picture/sketch she painted from Felix’s friends’ visit and talks to Felix about what everyone was wearing. The class is asked to help them. They start colouring the picture.
• The children then settle to a colouring activity with the worksheet them- selves. This can be used as a display.
• Extension: some children might ask for dunkel (dark) or hell (light) • Some children will have more than one favourite. Felix and Franzi or the
teacher can introduce: Meine Lieblingsfarben sind ... und...
• The children share their coloured pictures with the class and explain what they remember from the visit. Felix and Franzi sing a song with the children.
• Show the colours, and ask the children to see if they can name them for Felix and Franzi.
• Encourage the children to use a sentence, e.g.: Das ist Schwarz.
Note: Colours are written with a capital letter in German when they are used as a noun, e.g. Das Hellblau von diesem Auto ist besonders schön. (The light blue of this car is really nice.) Die Farbe Grün ist meine Lieb- lingsfarbe. (The colour green is my favourite colour.) When you say: Das Haus ist weiß. (The house is white.), you use the colour as an adjective and therefore it is not written with a capital letter.
• Introduce and sing the colour song to the tune of: I can sing a rainbow… (lyrics below)
Rot und Gelb und Blau und Grün (Red and yellow and blue and green)
Grau und Rosa und Schwarz (Grey and pink and black)
Braun, Orange und Lila (Brown, orange and violet)
Das sind Farben. (These are colours.)
Und sie sind so schön! (And they are really nice!)
• Felix and Franzi introduce the phrase Meine Lieblingsfarbe ist… and explain the meaning by showing their favourite colours, and emphasising meaning by intonation.
• Music could be played and children pass a ball, and when the music stops, the child will be encouraged to say: Meine Lieblingsfarbe ist …
• Franzi explains that she can remember situations and things better in connection with their colour.
Let’s summarise!
• Franzi looks at the picture/sketch she painted from Felix’s friends’ visit and talks to Felix about what everyone was wearing. The class is asked to help them. They start colouring the picture.
• The children then settle to a colouring activity with the worksheet them- selves. This can be used as a display.
• Extension: some children might ask for dunkel (dark) or hell (light) • Some children will have more than one favourite. Felix and Franzi or the
teacher can introduce: Meine Lieblingsfarben sind ... und...
• The children share their coloured pictures with the class and explain what they remember from the visit. Felix and Franzi sing a song with the children.
Lesson 4.3: German-speaking countries and their flags
Story: Felix and Franzi appear and speak about flags and their colours. They discuss German as a global language and show the flags and locate
countries on a map or globe. They also locate their own dwelling on the map. Let’s learn
• Revisit the colours, in the context of flags and their colours • Learn how to locate countries and their hometown on a map Let’s get ready
• Flashcards of a range of flags* (for example Germany, UK, Austria,
Liechtenstein, Belgium, Namibia, South Africa, Luxemburg, Italy, France, Switzerland, France, Poland, Brazil – all countries in which German is spoken as a main language or significant groups of German speakers can be found)
Note: Don’t use ALL these countries. Just pick some. • Colour cards
• Possible extra: global map Let’s begin
• Felix and Franzi speak about travel and languages. They say where they have been or would like to go. They mention a number of landmarks or places of interest. They highlight where German is spoken.
Note: Another possibility to start: Felix and Franzi appear from their dwelling with different flags. They ask the children if they know what this is? Which countries’ flags are they? What do all these countries have in common? (They speak German.)
Let’s do it
• Felix and Franzi show the flag cards and recap the colours with the
children. Phrases used could be: Hier ist die deutsche Flagge. Die Flagge ist schwarz, rot und gold. Children repeat the colours.
• A range of enjoyable games could be played, such as: Lippenlesen, Zeigt mir, Was ist hinter meinem Kopf? (You hide a flag behind the head of a child and the child has to guess: Ist es Deutschland? To which the class will chorus: Ja or Nein.)
Let’s summarise!
Let’s show others!
• The children show what they have learned. They create a colourful display consisting of:
- Colour worksheets and flags with words
- Brief information from research into aspects of German-speaking countries - Photo montage showing children with speech bubbles saying their
- favourite colours created with ICT
• The children organise a quiz for the whole school with flags. The other pupils have to find out where the flag is from. There could be some prizes. Let’s have even more fun!
• The children could be given the task of some individual research into aspects of Germany.
• You can use the CD with book: Martina Schwartz, ‘Hallo, hallo! Learn more German with songs’, Goethe-Institut, London (songs: Wie spricht man in…? and Ich reise durch die Welt) These songs are ideal for a language assembly.
Chapter 5: Fruit Salad
Story: Felix and Franzi bring in a shopping bag with fruit inside. They say that fruit is healthy and they want to decide which fruit to use in a fruit salad. When they make the fruit salad, the children can join in and eat with them.
What is the chapter about? • Some German words for fruit • Short talk about healthy eating
• Riddles and how to guess what it is in German • How to make a fruit salad
• A song about fruit: Ich habe eine Banane ... • How to say ‘thank you‘ and what you like • Some German tongue twisters*
Let’s show others!
• The children show what they have learned. They create a colourful display consisting of:
- Colour worksheets and flags with words
- Brief information from research into aspects of German-speaking countries - Photo montage showing children with speech bubbles saying their
- favourite colours created with ICT
• The children organise a quiz for the whole school with flags. The other pupils have to find out where the flag is from. There could be some prizes. Let’s have even more fun!
• The children could be given the task of some individual research into aspects of Germany.
• You can use the CD with book: Martina Schwartz, ‘Hallo, hallo! Learn more German with songs’, Goethe-Institut, London (songs: Wie spricht man in…? and Ich reise durch die Welt) These songs are ideal for a language assembly.
Chapter 5: Fruit Salad
Story: Felix and Franzi bring in a shopping bag with fruit inside. They say that fruit is healthy and they want to decide which fruit to use in a fruit salad. When they make the fruit salad, the children can join in and eat with them.
What is the chapter about? • Some German words for fruit • Short talk about healthy eating
• Riddles and how to guess what it is in German • How to make a fruit salad
• A song about fruit: Ich habe eine Banane ... • How to say ‘thank you‘ and what you like • Some German tongue twisters*
The words needed:
die Orange orange die Banane banana der Apfel apple die Birne pear die Ananas pineapple Danke. Thank you.
Bitte. You are welcome. / Please. Magst du…? Would you like…?
Ich mag… I like… der Obstsalat fruit salad Was ist das? What is it?
Was haben wir gekauft? What did we buy? Augen zu! Close your eyes! Augen auf! Open your eyes!
oben on top/above
unten at the bottom/below
Some more words you might like: die Zitrone lemon die Pflaume plum die Erdbeere strawberry
gesund/ungesund healthy/unhealthy
Lesson 5.1: A bag of shopping
Story: Felix and Franzi bring in a shopping bag with the fruit inside. The children guess what Franzi and Felix want to make.
Let’s learn!
• Talk about healthy eating
• Revisit: Das ist…! Ist das…? Was ist das? (Chapter 4) Let’s get ready!
• Puppets and letterbox dwelling
• Shopping bag with fruit inside (apple, orange, banana, pineapple, pear)
• Flash cards topic: Fruit* Let’s begin!
• Sing the Hallo song.
• Let Felix and Franzi appear with a shopping bag. You can look into the bag and say that it looks like something really healthy. The children take the fruit out and guess what Franzi and Felix want to make: Obstsalat (fruit salad). The children repeat the word Obstsalat.
• You hold up a piece of fruit and say the word in a funny voice (like a granddad, like a baby, like a posh lady). The children echo.
Let’s do it!
• Pass the fruit around. Each child that has got the piece of fruit has to hold it up and say the word.
• Revisit: Das ist…! Ist das…? Add: Was ist das? (unit 2) Hold up an
apple and ask: Das ist der Apfel! Ist das der Apfel? The children say: Ja! Hold up a pear and ask: Ist das der Apfel? The children say: Nein! Die Birne! Hold up some pieces of fruit and say: Was ist das?
• Eckenspiel (corner game): Put a piece of fruit in each corner of the room. At an agreed signal (clap, end of a song) the children have to stand still and listen. You say a word for a piece of fruit and the children walk into that corner. Another possibility is that the children stay standing and just point to the appropriate corner. (Please see below under ‘Even more fun!’ for more possibilities of playing the Eckenspiel.)
• Reihenfolge merken (remember the order): Put three pieces of fruit in any order. Ask the children to remember the order by taking a photograph in their mind. Say: ‘Augen zu!’ (Close your eyes!) and mix the fruit. Say ‘Augen auf!’ (Open your eyes!) and the children have to tell the right order of the pieces of fruit. You can extend to four pieces of fruit.
Let’s summarise!
• Felix asks the children: Was haben wir gekauft? (What did we buy?) The children say which fruit it is and put it back into the shopping bag.
• Everyone repeats all the words for all five pieces of fruit again.
• Felix and Franzi say that they have to prepare to make the fruit salad and that they will be back soon.
• Sing the Auf Wiedersehen song.
Lesson 5.2: A riddle
Story: Felix and Franzi pose the children a riddle. Let’s learn!
• Practise German words for fruit • Recap colours
• Sing song about fruit and colours Let’s get ready!
• Puppets and letterbox dwelling
• A red, a yellow and a green apple or flashcards of them
• Fruit or flashcards of apple, banana, orange, pear and pineapple • Audio files
Let’s begin!
• Sing the Hallo song.
• Felix and Franzi ask the children a riddle: Was ist rot oder gelb oder
grün? (What is red or yellow or green?) Felix and Franzi have to leave and can’t wait for the answer but promise to come back at the end of the lesson to see whether the children found the answer to the riddle.
• Recap that Felix and Franzi went shopping to buy fruit. The children say the words for the fruit in German. You hold up pieces of fruit or flashcards accordingly.
Let’s do it!
• You ask the children Welche Farbe hat der Apfel? (What colour
is this apple?) The children recap colours. Do so with all the different pieces of fruit. Sing the colour song from chapter 4.
Note: In German “What colour has the apple?” is used.
• Ask: Ist die Birne blau? (Is this pear blue?) The children answer: Nein, die Birne ist grün. (No, the pear is green.)
• Play a game: You or a child can say a sentence like Die Banane ist gelb. (The banana is yellow.) Is the sentence true, then the children have to stand up. Is it false, they stay seated.
• Introduce the song about fruit and colours: (use CD, audio or video files)* Ich habe eine Banane und die Banane ist gelb.
Die ist oben gelb, die ist unten gelb, die ist oben unten gelb, gelb, gelb.
Ich habe eine Banane und die Banane ist gelb. (I have a banana and the banana is yellow. It is yellow at the top, it is yellow at the bottom.
It is yellow, yellow, yellow at the top and at the bottom. I have a banana and the banana is yellow.)
• Replace the name of the fruit and the colour according
to the fruit you are singing about. Always hold up the fruit or flashcard to visualise. Point to the top or bottom of the fruit while singing.
• The song can be sung in different ways: the boys could sing the fruit, and the girls the colour while everybody sings the other words.
Let’s summarise!
• Get back to the riddle. Recap the riddle: Was ist rot oder gelb oder grün? The children guess. The answer is: der Apfel. The teacher shows either three apples (one red, one yellow, one green) or three flashcards.
• Felix and Franzi appear and the children tell them the answer to the riddle.
Lesson 5.3: Making a Fruit Salad
Story: Franzi and Felix have prepared everything and make a fruit salad. They share it with the children. They hear from the teacher why fruit salad
is very healthy. Let’s learn!
• Learn how to make a fruit salad
• Learn how to say ‘thank you’ and ‘you are welcome’ in German Let’s get ready!
• Puppets and letterbox dwelling
• For the fruit salad: fruit already cut into pieces on separate plates, bowl, ladle, bowls for children, spoons for children
• Camera to take pictures of the children making and eating the fruit salad • Worksheet* (only one copy if all do it together or enough for each child
(if set as an individual task) Let’s begin!
• Sing the Hallo song.
• Felix and Franzi appear holding a ladle and a bowl. They say: Wir machen einen Obstsalat! (We are making a fruit salad.) They ask the children if they would like to help them.
• Teacher could discuss with the children what you need to make a fruit salad and how to make it and why it is healthy (in English).
• Recap the names of the fruit they need. Let’s do it!
• Put the cut fruit on plates in front of the children. Ask: Was ist das? and point to a plate. The children say the name of the fruit and they put the fruit in the bowl. All children repeat the words. You say Danke. • One child is allowed to mix the fruit in the bowl using the ladle. You say
Danke. Franzi and Felix say Danke, too.
• Once all the fruit is in the bowl and mixed, the teacher asks again: Was ist im Obstsalat? (What is in the fruit salad?) The children repeat the words for the fruit again.
• You can serve the fruit salad to the children encouraging them to say: Danke. while you answer: Bitte. (You are welcome.)
• Once everybody is served, all eat at the same time. All could say Guten Appetit! (Enjoy your food!) Felix and Franzi also pretend to eat. Take photos of the children making and eating the fruit salad.
Let’s summarise!
• Felix and Franzi praise the children for making the fruit salad. They want to write to their friends at Zoo Berlin about how to make Obstsalat. Together with the children they fill in the worksheet/postcard which they pretend to send to Berlin. (The worksheet can also be set as an individual task if there is time. It could also be done as an e-postcard which the website of Zoo Berlin provides.)
• Sing the Auf Wiedersehen song.
Lesson 5.4: What do you like?
Story: Felix and Franzi argue what fruit to put into the next fruit salad. The children help them decide.
Let’s learn!
• Recap the German words for fruit
• Learn how to say what you like or dislike • Learn German tongue twisters
Let’s get ready!
• Puppets and letterbox dwelling
• Fruit or flashcards of apple, banana, orange, pear and pineapple
• For the Obstsalat game: small cards with one fruit on each. Make sure you have one card for each child and they are roughly of the same quantity. Let’s begin!
• Sing the Hallo song.
• Felix and Franzi appear arguing: Ich mag Bananen! (I like bana- nas!) Ich mag Ananas! (I like pineapples!) They explain to the children that they want to make another fruit salad and that they can’t decide what to put in it.
• Felix introduces: Magst du…? Ich mag… Magst du die Ananas/die Banane/die Orange/die Birne/den Apfel? Children say: Ja! or Nein!
